(Purpose) The purpose of this study was to describe how secondary preservice teachers of diverse subject areas shared their reading with an individual student in school. A second purpose was to describe the barriers (if any) that they faced sharing their reading. A third purpose was to report their beliefs about the positive aspects of sharing reading (if any) such as relationship building, as well as motivation for students to read. (Methodology) Secondary preservice teachers (N = 99) shared their reading for two minutes before class with a student each time they went to their 30-hour field experience in a middle or high school content area class. Toward the end of the semester, preservice teachers completed an anonymous survey containing open-ended questions. (Results) This study provided practical advice about how preservice teachers shared their reading with a student in school. The barrier cited most frequently by preservice teachers (56.6%) was their concern that students would not be interested in their reading or the subject. Many preservice teachers believed that sharing their reading played a role in forming a relationship with their student (32.5% "strongly agreed" and 50.0% "agreed"). Preservice teachers (23.2%) cited the following positive effects: student confidence to speak and to read aloud in class, decreased intimidation by errors, and validation in their genre choices. Preservice teachers also cited increased student comfort level, trust and openness with them. Preservice teachers cited enhanced interest in reading (10.1%) and better behavior in class (8.1%). (Recommendations) Teacher educators are encouraged to provide opportunities for secondary preservice teachers to practice becoming reading role models, become familiar with content area reading material, and building relationship with students even if they do not appear interested. A copy of the survey is appended.